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The flipped classroom relies on the use of video technology to create instructional lectures delivered online and classroom meetings with in-class exercises that involve active learning. The main research method of this study consisted of a mixed methods embedded design with a quasi-experimental study. This study consisted of 22 participants enrolled in two advanced EAP writing courses in a large Southern State College and sought to measure whether the flipped model improved students’ academic writing performance and understand their perceptions of the flipped instruction. Results indicated that there were statistically significant differences in students’ academic learning outcomes between the control group and the treatment group. Qualitative results also indicated that students positively perceived the use of the flipped model as more effective and as a great resource of learning that helped them improve their writing skills in an interactive and collaborative environment.

The Flipped Classroom: A Mixed Methods Study of Academic Performance and Student Perception in EAP Writing Context